IRJET- Daylight Impact on Learning Environment in Classrooms of Secondary High School at Ishwardi, Pabna, Bangladesh

International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056
Volume: 06 Issue: 10 | Oct 2019 www.irjet.net p-ISSN: 2395-0072
© 2019, IRJET | Impact Factor value: 7.34 | ISO 9001:2008 Certified Journal | Page 1148
Daylight Impact on Learning Environment in Classrooms of Secondary
High School at Ishwardi, Pabna, Bangladesh
Farjana Rahman1, Muhammad Mozammel Hossain Tuhin2
1Lectuer, Department of Architecture, Ahsanullah University of Science and Technology, Dhaka, Bangladesh.
2Assistant Architect, Urban Building Safety Project, Public Works Department, Dhaka, Bangladesh.
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Abstract - Lighting is an essential architectural factor that
influences users' perception and behavior. Using natural light
has always been a desirable building feature and it isasymbol
of a good design. Daylight creates an ambience of quiet
contemplation and visual comfort in a classroom. Effectiveuse
of daylighting can reduce energy consumptionaswellasmake
the classroom feel more human and less institutional. The
study observes classrooms of a secondary level high school of
Bangladesh where the students spend most of their time. This
paper focuses on the impact of daylighting in classrooms with
different window placement. The objective of this study is to
find out the effect of daylight condition on the student
performance of a classroom.
Key Words: Daylighting, Classroom, Students, Window,
Learning environment.
1. INTRODUCTION
In architectural practice, daylight is an important factor and
it is essential to design all the buildings in such a way that
ensures user comfort from daylight. User comfort has a
greater link to the well-being, physical and psychological
sensations of individuals in a given environment [1].
Comfortable luminous environment of school is a kind of
incentives for students and even teachers to have better
performance [2]. Proper daylighting in school buildings
significantly affect studentswhereaspoordaylightingcauses
discomfort and reduces learning capacity. It is also harmful
to the physical and mental health of students [3].
Daylighting is not only good for health but also can reduce
energy consumption [4]. Buildings occupants prefer to
utilize the outside view and natural light insteadofelectrical
light. In well-designed interior zones, daylight increases
visual quality and mental health benefits, which are costly
and hard to reproduce throughartificial lighting[5].Daylight
is one of the most important natural forces to enhance the
visual quality of interior space which is an abundant
resource in the tropical city in Bangladesh [6]. For getting
proper daylighting tosatisfy humanneedsforvisual comfort,
well-being and health, large or small windows with or
without shading system are used in different type of
buildings.
Previously, in the classroom design development, a concept
of ‘open-air design’ was popularized but now the concept
shifted the focus of classroom design towards ‘daylighting
considerations’ because the concept allows too much
daylight amount in the classroom that causes visual
discomfort [7]. Learning space that receives high daylight
intensity with low glare, added with high quality artificial
light source improves the visual comfort, which improves
the learning space environment [8].
Various research has proven that sufficient daylight in a
classroom is required due to its positive effect towards the
students including improvements on learning performance,
alertness, cognitive skills, behaviour, mood, circadian
rhythm, vocal strength and productivity. Thus, various
standards and guidelines are introduced all around the
world which ensures the proper daylight that is needed for
designing a proper learningspace.Ingeneral,lighting quality
integrates individual well-being,economicsandarchitecture
[2] (Figure 01) and for the students, daylights directly effect
on performance, psychology of the students in classrooms
and learning achievement [3] (Figure 02).
Figure 01: Lighting quality:
the integration of individual
well-being, architecture, and
economics [2].
Figure 02: Effects of
Daylight on Students [3].
In Bangladesh, from class 6 to 10 (secondary level),students
spend almost six hours a day in a school. So, when they grow
up, a huge amount of time is spent in their classroom. But
most of the classrooms are not well designed and for this
reason, students do not get desire natural light and their
concentration fluctuated.
The primary goal of this study is to examine three different
types of classroom in the educational buildings of Ishwardi
Girls high school which is situated at Ishwardi, Pabna,
Bangladesh to determinewhetherdaylight canaffectstudent
performance. This school is consisted of three education
buildings which are constructed in different phases on
different times and the architectural design is not similar to

each other. Three types of class room with different window
placement is found and collecting information about the
daylight condition in those classrooms is the firststeptotest
the impact on student performance. Also, other aspects of
the internal environment of the classrooms are considered
for determining the interaction of students with daylight.
2. LITERATURE REVIEW
2.1 SCHOOL ARCHITECTURE
Many researchers discuss school design for finding out the
possibilities of designinga responsive school andshows that
the school building is an important factor for successful
schools. There is somerelationship betweenthearchitecture
of the school and classroomsandthelearningthattakesplace
within these schoolsand classrooms [9]. Color scheme,form
design, lighting, heating, cooling and ventilation, acoustics
and noise, furniture andequipmentarethemainelementsfor
designing a school [10].
Many studies on building quality and academic outcomes
focuses on indoor quality, lighting, noise and acoustics,
occupant density and thermal comfort [11]. Some basic
functions of school architecture and classrooms have been
found, five of them have become important for subsequent
educational research. Those are security and shelter,
pleasure, symbolic identification, task instrumentality, and
social contact [12]. However, these empirical studies have
only considered the surroundings as important factors for
well-being in schools, and do not provide any detailed
evidence of their importance for teaching and learning [10].
But daylighting in a classroom is also important for overall
environment and performance of students and it should also
consider while designing a school building.
2.2 DAYLIGHT AND PRODUCTIVITY
The actual scientific results concerning the impact of
daylight on human performance are still unsure [13].
However, compared the effects of several schools in the
same country for more than 4 years and the result showed
that daylighting positively affects student performance [14]
(Fig 03). Some research illustrate that Good daylighting can
improve classroom conditions, promote students learning,
and reduce the rate of absenteeism in classrooms [3](Figure
04).
Also, classrooms with effectively incorporateddaylightyield
lighter electric loads and reduce heating and cooling loads
and are more popular with students and teachers.
Figure 03: Positive effects of daylighting on students [14]
Figure 04: Benefit of daylighting on students [3].
2.3 VISUAL COMFORT
The visual comfort is often defined in literature as the
absence of discomfort, i.e. glare. Inappropriate size of
windows may give rise to glare [15]. But visual comfort is
more than the absence of discomfort; otherparameterssuch
as illuminance level, colour rendering, modelling,luminance
distribution in the visual felt are also important for the
impression of comfortable visual conditions.
2.4 STANDARD FOR DAYLIGHT IN CLASSROOM
The importance of daylight in classrooms is highlighted in
various standards and guidelines. Illuminating Engineering
Society of North America (IESNA) recommended 300 lux to
500 lux of illuminance level for learning tasks [7]. Others
recommended the same illuminance level of 300 lux to 500
lux for common reading task in general teaching spaces
(Table 01).
Table 01: Illuminance level Recommendations [7].
Learning Space Standards and Guidelines
Illuminating
Engineering
Society of
North
America
(IESNA)
Malaysian
Standard
1525
(MS1525)
Public
Works
Department
(JKR)
General
Teaching Space
300-500 300-500 300-500
Science
Laboratories
500 300 300
Library 300 300-500 300

3. METHODOLOGY
The study is conducted through the following steps:
Step 1: Case Study Selection and Analysis: A secondary high
school is selected and the classrooms are categorized
according their design difference. Then information is
collected from direct observation and questionnaire survey
from the students. Photographic registration and schematic
drawings were done from direct observation. Bythis,several
problems have been identified which are mainly created by
the window placement. By using Digital Light Lux Meter,
daylighting condition in each bench is measured. And from
the questionnaire survey, it has been found that the daylight
is highly demanded by students.
Step 2: LiteratureReview:Reviewingofsomeresearchworks
on the similar ground that took place around the world was
conducted to understanding about the subject matter.
Step 3: Data analysis: After analysing the survey data, the
data are also analysed with computer-based simulation
application- Ecotect to understanding the scenario of the
situation that help to take the decision comparing with
survey data.
Step 4: Result, discussion and conclusion: Considering the
design options, better daylight configuration is suggested to
improve the learning environment in the classrooms of the
selected school.
4. CASE STUDY
The school selected for the study was founded in 1929. It is
situated in Ishwadi, Pabna (Figure 05). It is the one andonly
girl’s high school in Ishwardi Upazila.
Figure 05: Location map of Ishwardi Upazila [internet].
The school has one administrative building with library and
three academic building with classroom and laboratory.
Those academic buildings are constructed in three different
phases and around 750 student study in this school and the
school is consisted of 19 classrooms (Figure 06).
Figure 06: Ground floor plan and first floor plan [Author].
Three types of classroom are categorized based on window
placement (Figure 07).
Figure 07: Classroom category [Author].

Type-A classroom has four windows in the outer façade and
two windows in the corridorside, Type-Bclassroomhasonly
two windows in outer façade and Type-Chastwowindowsin
the outer façadeand one window in the corridor side(Figure
08). Approximately 40 students are accommodated in each
classroom and total area of each class room is 825sft. Typical
window section for every classroom is given below (Figure
09).
Figure 08: Category of classroom according to placement
of window (Type- A, B and C) [Author].
Figure 09: Typical window section [Author].
5. PROBLEM IDENTIFICATION
In order to identify the problems three steps are
implemented: Direct survey, Feedback from teachers and
Feedback from students. After identifying the problems,
computer simulation is also used for justifying the
observations.
5.1 DIRECT SURVEY
For identifying the luminouslevel,everyreadingtableofeach
classroom are physically measured with Digital Light Lux
Meter between 10am to 12pm on the month of June, 2019. It
has been found that there are no table with luminous value
below 100 lux and highest amount of table (24 nos) with
luminous value more than 300 lux in Type-A class room
which is the highest value among the three types of
classroom (Figure 10).
Figure 10: Luminous level in classrooms (Type- A, B and
C) [Author].
5.2 TEACHERS OBSERVATION
Students of these three different types of classroom are
observed based on the class performance, attentiveness and
behavior pattern by the teachers of that school forone week.
Then, they made a chart where Type- A classroom obtained
highest value for performance which is 66% and Type-B
classroom obtained 49% which is the lowest (Figure 11).
Figure 11: Response in classrooms (Type- A, B and C).
[Author].
5.3 STUDENTS FEEDBACK
A questionnaire survey was conducted individually among
the students of three typesofclassroomandtheresultsareas
follows: maximum students of Type-A told that they get the
maximum daylight light on the other hand, Type-B gets
minimumdaylightandType-Cgetsmoderatedaylight(Figure
12). Then students are reshuffledamongtheclassroomsfora
week and another surveywasconductedonwhichclassroom
they prefer most. Most of the students prefer Type-A
classroom, someprefer to remain in the sameclassandsome
of the student did not gave any comments (Figure 13).
Figure 12: Daylight rating in classroom [Author].

Figure 13: Classroom preference [Author].
5.4 SIMULATION STUDY
For the purpose of simulation study, the entire three
classrooms weredividedinto1feetX1feetgridand825visible
nodes are found. Then the area was selectedforgeneratingof
daylightlevels at 2 feet abovefromfloorlevelwhichisthetop
of the reading table. Daylight simulation was conducted by
Autodesk Ecotect Analysis.
Room Dimesions: 33ft x 25 ft
Total Area: 825 sft
Clear Height: 9ft 6inch
Window Size: 5ft x 4ft 6 inch
Sill Level: 2ft 6inch
Work Plane Height: 2ft
In type A, average illumination is 686.40 lux and 680 no. of
points is high then 300 lux. In type B, average illumination is
399.61 lux and only 340 no. of points. In type C, average
illumination is 429.29 lux and 550 no. points are higher than
300 lux (Figure 14).
Type-A
Type-B
Type-C
Figure 14: Simulation of three types classroom [Author].
6. RESULT DISCUSSION
From the survey among the students and teachers, it has
been observed that type-A classroom is more desirable for
maintaining better teaching environment and student
behaviour pattern. Computer simulation also indicates the
same statement.
To improve the responsiveness, attentiveness and overall
behaviour of student’s daylight is an essential factor. And for
implementation of proper daylight, window configuration
and placement are the key element. In the actual scenario
from thisschool, Type-A classroomshouldbeconsideredand
Type-B, Type-C class room need to redesign for improving
the performance of the students.
7. CONCLUSION
Daylight in classrooms has an essential effect on the learning
environment. The careful introduction of daylight into
educational buildings reduces operating costs, improves
students’ vision and perception, and contributes to students’
health, comfort, and productivity. In general, classrooms
should get as much daylight as possibleand the study ensure
that window must give in the corridorforpenetratedaylight.
This daylight not only improves student’s physical and
mental health but also reduce electricity use. Moreover,
proper design solutionshouldbefollowedwhileconstructing
the school buildings in different phase. So, Bangladesh
government should take necessary steps to design a module
for secondary school and ensure that everybody must follow
the appropriate design module.

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